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전체선택 Endnote Refworks
This study explores the initial career motives and demotivation of novice English teachers in Korea. A questionnaire survey was conducted with 63 novice English teachers to determine the factors influencing their initial career motives and demotivation. The results indicated that six factors influenced teacher motivation: ideal L2 self, ideal L2 teacher self, job security, fear of having other careers, ought-to L2 self, and altruism. Among them, ideal L2 self and ideal L2 teacher self were found to be the most influential motivation for novice teachers to become English teachers. In terms of demotivation, the imposition of too many administrative tasks on teachers, in addition to the activity of teaching English, and students disinterested and indifferent attitudes in English classes were the most detrimental and demotivating factors for teachers. The results also suggested that novice English teachers motivation was significantly different depending on their gender and school type. The results imply that it is important that educational authorities devote careful attention to pre-service teachers and provide opportunities for them to reflect upon their initial career motives as well as ensure equal rights for the teachers.
This paper examines the possibility of using the cognitive concept of frame for English reading comprehension instruction. Frame has much potential to be applied to language education since the linguistic resources and the content knowledge of a reading text can be taught in a simplified manner. For the purpose of this study, framing material and activity were developed as a before-reading activity. The activity, ′framing′, using the framing material was conducted for a semester against two groups, treatment group 1 and 2, of Korean university students. Compared with the treatment groups, a control group was involved in the study who were given traditional reading instruction. In order to see the effects of including the framing activity in English reading instruction on learners′ reading comprehension ability, the three groups were tested at the beginning and end of the semester on their reading comprehension ability. The results of statistically analyzing the test results of the three groups show that the two treatment groups had improvement and the control group’s performance declined in their reading comprehension tests. Based on the results, advantages of using the concept of frame in EFL reading instruction was discussed.
This study attempts to investigate the usage patterns of coordinators used in Korean learner and native English(NE) written corpora. Traditionally, the phenomenon of using coordinate conjunctions like linking adverbials has been considered as misused ones in academic prose. However, sentence-initial coordinators are frequently found not only in L2 writing, but also in native written corpora. This study compares the distribution of and, but, or and so as focal examples across the corpora in terms of phrasal phrase/clause/sentence levels as well as local/ cohesive functions in contexts where they are used. With a morpho-syntactic analysis of cross-linguistic differences between the two languages in terms of conjunctives, this paper employs both quantitative and qualitative analyses. The result demonstrates that there are two types of coordinators; and and or mainly occur at a word/phrase level, while but and so quite often appear a sentence-initial position. Especially, or as a typical coordinators never occurs in a sentence-initial position, while so is the reversed case as an initiator of the following sentence. The overall function of coordinators is biased toward local use across all corpora. Interestingly, not a few inter-sentential coordinators are observed, especially in the use of but and so. Accordingly, coordinators need to be classified by two roles; as an initiator of the following sentence as well as an intra-clausal connector to link equal elements in a sentence-middle position. With an influence of L1-specific conjunction system as well as spoken register, this phenomenon refers to Korean EFL learners’ tendency to share merely equivalent meanings between conjunctive adverbials and coordinators in L1. The findings of this study suggest Korean EFL learners need to be aware of the two texture functions of coordinators by being exposed to broader discourse to identify various discourse-pragmatic functions.
The study aims at validating the effectiveness of peer feedback in an EFL writing context. Twenty-two college students participated in the study. On the basis of the analysis of scores and peer feedback of the participants’ writing, and their responses to the questionnaire on the benefits and problems of the peer feedback activity, the following outcomes were obtained: 1) compared to the teacher’s judgment on students’ writings, they assigned significantly higher scores to their peers’ writing; 2) their written comments on their peers’ writing can be categorized into two features: micro-level comments and broad statements; and 3) they listed substantial benefits and drawbacks of the peer feedback activity. The pedagogical implication is that in order to foster the advantages of the peer feedback activity and overcome its drawbacks in EFL writing class, it is firstly required to help learners clearly understand the role of peer feedback in the revision stage, and then to devote efforts to organize a positive context to implement the activity effectively by establishing proper procedures of the activity and offering systematic practice in pre-training.
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